Make the teaching of pharmacology more interesting and relevant
Like any other branch of medicine Pharmacology is progressing by leaps and bounds. Consequently, reforms in undergraduate teaching are the need of the hour. It is generally agreed that reviewing the teaching program at regular intervals and modifications in the methodologies of imparting basic knowledge about drugs and drug therapies is a must. Many attempts have been made by various colleges and medical teaching course all over India and abroad to make the teaching of pharmacology more interesting and relevant. Expertise in teaching develops after years of experience following use of various medical teaching course for doctors methods.
Experimental pharmacology and pharmacy are still being taught in many institutions in the country, though such a practice has been abandoned at many centers. Clinical pharmacology is being introduced in many institutions. Didactic lectures have decreased. Teachers make use of audiovisual aids. Students’ seminars, group discussions and practical classes on therapeutic problems are slowly being introduced. The pattern of the practical examination varies from university to university and from institute to institute. Objective Structured Practical Examination (OSPE) is being increasingly used in many institutions for reasons such as objectivity and reliability. Theory papers include more questions requiring short answers, which are practically more important than long, essay-type questions on a single group of drugs.
Considering this diversity in teaching, we thought of eliciting the opinion of students, to consider their views regarding the subject, the methodology of teaching and their learning strategies. It was felt that the students’ feedback would reveal:
a) Whether the so-called reforms are acceptable to them and
b) Their opinion for the betterment of teaching/learning the subject
to teach the teacher is a different thing. You need to go to “teach the teacher course” that will guide you to the right ways.